1) Mentored Research: Each trainee will have a mentoring team consisting of a primary and a secondary mentor. We typically encourage that if the primary mentor is a clinical scientist then the secondary mentor will be a preclinical basic scientist and vice versa. This mentoring method provides trainees with diverse scientific approaches, familiarity with state-of-the-art technologies across disciplines, and enhances depth and critical thinking in translational research. We have adopted a flexible approach in selecting a secondary mentor that is optimal for the trainee’s research and career development. This mainly pertains to trainees with a clinical degree and strong clinical research focus who are interested in state-of-the art human techniques such as neuroimaging or sophisticated cognitive neuroscience paradigms. In such cases the secondary mentor may be selected for expertise in human neuroscience or imaging methodology. A third component of this team is the statistician (Dr. Shuo Chen, or a member of his team).  The trainee will meet with Dr. Chen (or his designate) twice per year to ensure familiarization with replicability and reliability standards within the trainee’s main research interests.  

Note: All mentors receive Mentorship and Diversity/Equity/Inclusion training prior to accepting a Trainee. 

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2) Didactics: The overarching emphasis is placed on instilling  an integrative framework linking basic neuroscience findings and clinical observations, guiding the trainee in the practical skills necessary to implement and carry out productive research designs and to mentor the trainee in the practical and nuanced aspects of building a successful research career.  Each trainee will complete three areas of didactics: a) Psychopathology: A psychopathology oriented course designed to provide a translational conduit between basic neuroscience and clinical research in the context of deconstruction of clinical syndromes. The preclinical component makes a specific effort to direct the trainees in the conceptual and practical implications of NIMH’s emphasis on mechanisms, target engagement, syndrome deconstruction, dimensions of psychopathology and paradigms that enhance the translation of neuroscience to brain function in psychopathology. The course includes understanding clinical concepts, research ethics,scientific rigor, cultural competence, dimensions of pathology, endophenotypes as tools for research in mental illness, and application of paradigms such as the NIMH RDoC initiative and concepts based on computational approaches.  b) Career Advancement: Focused didactics on grant writing, conducting research, scientific leadership, careers in science, and ethics and c) Tailored Coursework: Coursework individualized to the trainees’ needs. This component might include advanced training related to a trainee’s research focus, such as genetics or neuroimaging, or coursework related to deficiencies in key research skills such as advanced computational statistics, big data analysis and machine learning methods.  

 

3) Career Development Evaluations: Trainees (in concert with primary mentor) are required to design a research and training plan that outlines their planned research projects and individualized training goals/plans for their two-year fellowship (i.e. Individualized Development Plan (IDP)). Dr. Kelly (mPI)  brings exceptional career training advice garnered from her Directorship of the Department of Psychiatry Faculty Mentoring Program. The IDP is reviewed and approved by the T32 Executive Committee. The T32 directors provide early input so that a plan is in place to ensure training success and also engage in regular formal review with trainee and primary mentor and a newly implemented Trainee/Mentor Evaluation provide structured attention to the basic elements for success.

 

4) Additional Educational Activities: Include a monthly journal club headed by MPRC faculty members, monthly meetings with Dr. Carpenter, monthly faculty seminars, and outside speaker seminars and a ‘Foundations Academy’ (a new initiative geared towards foundation grant applications). While many activities are based at the MPRC, our faculty has extensive collaborations with UMB faculty that offer additional training experiences. Further opportunities open to trainees include observing UMB IRB meetings, attending activities or lectures hosted by the Program in Neuroscience, the VISN 5 MIRECC at the VA, or by the Departments of Psychiatry and Neurology at UMB. The Washington-Baltimore area is rich in special programs of potential relevance for our trainees including shared programs between JHH, UMCP, and UMB which MPRC scientists are involved in planning.